As the students completed their independent practice, it became evident that the students needed some additional practice. Since the majority of my students can rote count from 0 to 10, I assumed that this lesson would be a breeze for them. I was quite surprised that many of the students had some difficulty with it. Saying the numbers is quite different from ordering the numerals that represent those numbers. The students were confusing 6 and 9. They were also working from right to left instead of left to right. I quickly planned a second lesson on number ordering. We often have this master plan, but it is important that we adjust the plan based on the student's learning. That's why it is so important to build informal assessments into every lesson. By using this informal assessment, I was able to monitor and adjust my instruction to meet the needs of my students.

Big Idea:
Most students can count 0 - 10, but can they arrange the numbers when they are in random order? This is an important skill for comparing numbers.

For this lesson, you will need a copy of the book, Line Up included as a PDF with this lesson. I print the pages and laminate them. I then bind the pages with a comb binder. Book rings would also work well to bind the book. The last page of the book includes animals that need to be cut out. Place Velcro hooks on the backside. On the grid on each page, place pieces of fuzzy Velcro and stick the animals on the Velcro in a random order.

I gather the students around my big chair and I hold up the book. To help students connect to the text, I ask the students, Have you ever been on a farm? As you can imagine, in a rural school, this creates lots of excitement! I ask the students what types of animals they might see on the farm. I listen to their responses and then say, This book is about a farmer. Let's read the story and find out more about him.

I turn to the first page and read, "Farmer Joe loves his animals. He gives each one a number so he can count them easily and make sure they are all there. When he calls, he wants the animals to line up in number order."

I turn to the next page and read, "Oh no! The pigs are all messed up. Can you fix them for Farmer Joe?" I then invite a student to put the pigs in number order. After they are rearranged, we count them together. I point to each pig as we count.

I read the next page, "Thanks! says Farmer Joe."

I continue on reading, "Oh no! The cows are all messed up. Can you fix them for Farmer Joe" I then invite another student to put the cows in order." We again count them together.

I read the next page, "Great job! says Farmer Joe."

We continue on in this fashion, until we reach the final page. I read it to the students. "You sure know your numbers. Would it be okay if my animals came to school with you?" We then discuss why that probably wouldn't be a good idea. After our discussion we move to the SMARTBoard to continue the lesson.

Resources (1)

Resources

For this portion of the lesson, I use my Smartboard. If you have a Smartboard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. Click here to download. There is also a PDF of the slides so you can recreate this part of the lesson. You will notice that the Smartboard lesson and activities are very much like the previous lesson on more. This is so the students make the connection between less and more.

I gather my students in front of the Smartboard. I have cards with each student's name on. These cards are used for selecting who will come up to the Smartboard.

I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques (click here to learn more about SIOP). I read these objectives aloud for my students.

Content Objective

I can order the numbers 0-10.

Language ObjectiveI can tell a friend if a group of numbers are in order and what needs to be changed if it is not.

Slide 2:When I say the numbers, they are always in the same order. Can you say them with me?

Slide 3:I cannot change the order of the numbers. I tease the children saying 2-5-6-3-1-9-8. How does that sound. The children giggle.

Slide 4:Let's put the numbers 1-5 in order. I invite students to come up and move the number tiles.

Slide 5: Let's put the numbers 0-10 in order. I helped you out a little. Again, I invite students to come up.

Slide 6:Let's put the numbers 0-10 in order. Again, I gave you a few hints. I invite students to move the pumpkins into order.

Slide 7:Let's put the numbers 0-10 in order. Now let's see if you can do it without help. I invite students to come up and move the numbers. It is fun to observe their strategies.

Slide 8:My friend put these numbers in order. I want you to talk to your partner about whether they are in the correct order. If not, what needs to be changed? I give the students time to talk to their Turn and Talk partner. After they are done, I ask for a student to share whether the board is correct or not. I then ask what the mistake is. I invite a student to fix the mistake.

I then have the students move back to their seats for further instructions.

Resources (2)

Resources

For this part of the lesson, you will need the hanging number tags included as a PDF with this lesson. Print out a copy of each number (I have exactly 22 students so I do two sets so I can divide the class into two).

I laminate the cards so I can use them again. I punch two holes in the top and attach string so they can be reused.

I divide the class into two groups and give each student a number card. I tell them the two groups must stay separate. I then tell the students, We are going to put the number cards in order. You need to move around until you are in order form 0-10. I want you to think about who would be at the beginning of the line and who would be at the end. When I say "go", you can begin.

I then invite the students to form a line from 0-10. If the students need assistance, I offer coaching, such as...Who should go first, you or you? Should you be at the beginning or the end?

After the students are in order, we double check the order by having the students count off. I then take and trade some students between the two groups (a 2 for a 2, a 4 for a 4, etc.) and have the students complete the task again. Again we count off to check our work.

I collect the hanging signs as we will be using them again for the next lesson. I ask the students to return to their seats for Independent Practice.

I distribute the sheet to the students and ask them to put their name at the top of the sheet. I tell the students, If you look at the bottom of the activity sheet, you will see some pumpkins. They are not in the correct number order. We are going to cut out the pumpkins and glue them down. It would be best if you cut out the pumpkins and put them on your nametag so you don't lose any.

You will then glue down the number 1, then 2, and so on until you have all of the numbers glued down. When you are all done gluing on the numbers, bring your paper to me so I can check it. You can then color in the sheet.

I circulate around the room to make sure that the students do not have the sheet upside down when they are gluing the numbers down (this often happens). I have the students put the completed worksheet in their mailbox after I have checked it.